Adaptive and Social Communication Skills of Children Diagnosed with ASD from the Perspective of Parents and Teachers
Adaptive and Social Communication Skills of Children Diagnosed with ASD from the Perspective of Parents and Teachers

Summary/Abstract: Improving social communication is a common goal of autism-related services. However, it remains unclear whether existing approaches to social communication align with the perspectives and priorities of parents and teachers. The perspectives of parents and teachers regarding the characteristics and priorities of social communication in children with autism were gathered in our study through questionnaires focusing on the adaptive skills of children aged 6 to 10 diagnosed with ASD, as well as their social communication abilities. Our results illustrated differences in perspective between the two groups regarding the general characteristics relevant to diagnosis (e.g., social skills p<0.001, self-regulation p<0.001, overall adaptive functioning level GAC p<0.001). A possible explanation for these results is that parents of children with ASD tend to overprotect them, which prevents children from experiencing many things. Consequently, these children tend to develop a preference for solitary play, limited interaction with peers, and reduced eye contact. Therefore, a mentoring program for parents and teachers should be implemented, aimed at establishing an objective perspective on the symptomatology and social competence development of children with ASD. This highlights the practical value of our study.

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